Abstract

#framingfragmentsofthought considers the changing dynamic of teacher education and the relevance of digital pedagogical changes in course instruction. It explores Initial Teacher Training (ITT) undergraduates’ propensity to reflect upon professional practice through utilising social media networks [specifically Twitter] as a professional learning and/or teaching tool. It explores whether collaboration in the social network [acting as a community of practice] enables reflective discourse and analysis of professional practice with emergent practitionersin ITT and whether this instigates pedagogical change.